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Individualized Learning Plan (ILP)

                                                                                                                                                                    Page 21 - 26 of the Blue Program Resource Guide

 

Credential Candidate: Grade/Subject:  
Support Provider: School District
Site Administrator: Initial Date: Final Date:

 

Program Standard 3: The Individualized Learning Plan (ILP) must address the California Standards for the Teaching Profession and provide the roadmap for the Candidate’s Induction work during their time in the program along with the guidance for the mentor in providing support.  The ILP must be collaboratively developed at the beginning of Induction by the Candidate and the mentor, with input from the employer regarding the Candidate’s job assignment, and guidance from the program staff.  The ILP must include Candidate professional growth goal, a description of how the Candidate will work to meet those goals, defined and measurable outcomes for the Candidate, and planned opportunities to reflect on progress and modify the ILP as needed.  The Candidate’s specific learning assignment should provide the appropriate context for the development of the overall ILP; however, the Candidate and mentor may add additional goals based on the Candidate’s professional interests such as, for example, advanced certifications, additional content area literacy, and early childhood education. Within the ILP, professional learning and support opportunities must be identified for each Candidate to practice and refine effective teaching practices for all students through focused cycles of inquiry. The program must assist the Candidate and the mentor assuring availability of resources necessary to accomplish the ILP.

 

Precondition 4: Goal for each Candidate must be developed within the context of the ILP within the first sixty (60) days of the Candidate’s enrollment in the program.

 

Precondition 5: The ILP must be designed and implemented solely for the professional growth and development of the participating teacher and not for evaluation or employment purposes.

 

Instructions to the Candidate and Support Provider:  

1. Review “Levels of Teacher Development Across the CSTP”.  Read the descriptors of each level.  Based on evidence from teaching practice discuss examples of your practice in relation to each criteria. Evidence may include but not be limited to the “Transition Plan” from the university, observation notes of previous mentors or instructors, student work, and personal reflections on teaching practice.

 

2. For each standard underline the descriptors that best reflects your practice at this point.  

 

3. Date your markings.

 

4. Next to the data, indicate an evidence by using the codes on the “Sources of Evidence” chart.

 

5. Complete the Individualized Learning Plan collaboratively with your Support Provider..  

 

Levels of Teacher Development Across the California Standards for the Teaching Profession
CSTP Emerging Level 1 Exploring Level 2 Applying Level 3 Integrating Level 4 Innovating Level 5

CSTP 1:

Engaging and Supporting All Students in Learning

Expands awareness of curriculum and instructional practices to support understanding and engage students in learning. Explores us of additional instructional practices to teach the curriculum and support student understanding and engagement. Implements the curriculum using a variety of instructional practices and supplemental resources selected to improve student understanding and engagement. Integrates extensive knowledge of curriculum, instructional practices, and supplemental resources to enhance and deepen student understanding and engagement. Designs and implements comprehensive curriculum with multiple and varied instructional strategies and resources to support in depth studies of content and promote high levels of student understanding and engagement.
Initial Date  

9/22/16

LP,O

 

LP=

O=

SW=

Lesson Plan

Observation

Student Work

Mid-Year Date    

11/3/16

LP, O

TPA= Teacher Performance Assessment
Final Date    

3/26/17

LP, O

R= Reflection

CSTP 2:

Creating and Maintaining Effective Environments for Student Learning

Recognizes the importance of building a positive learning environment that is focused on achievement. Guides the development of a respectful learning environment focused on achievement. Maintains a respectful and supportive learning environment in which all students can achieve. Provides a respectful and rigorous learning environment that supports and challenges all students to achieve. Facilitates a learning environment that is respectful, rigorous, and responsive in advancing student achievement.
Initial Date  

9/22/16

LP, O

     
Mid-Year Date    

11/3/16

LP, O

   
Final Date    

3/26/17

LP, O

   

CSTP 3:

Understanding and Organizing Subject Matter for Student Learning

Demonstrates knowledge of teaching as discrete skills as described in the California Standards for the Teaching Professional (CSTP). Expands knowledge of related elements of effective instruction, learning goals, assessments, and content as informed by the CSTP. Utilizes knowledge of CSTP to make connections between elements of effective instruction, learning goals, assessments, and content standards. Articulates knowledge of the inter-relationships between elements of effective instruction, learning goals, assessments, and content across the CSTP. Applies in depth knowledge of the CSTP to interconnect effective instruction, learning goals, and assessment within and across content areas.
Initial Date          
Mid-Year Date          
Final Date          

CSTP 4:

Planning Instruction and Designing Learning Experiences for All Students

Plan lesson using available curriculum and resources. Plans lesson using expanded understanding of curriculum, related materials and resources and assessments. Plans differentiated instruction using a variety of adjustments and adaptations in lessons. Plans lessons using a broad range of strategies to differentiate instruction as informed by multiple assessments. Plans instruction flexibly utilizing a repertoire of instructional practices to differentiate instruction as informed by ongoing assessments.
Initial Date          
Mid-Year Date          
Final Date          

CSTP 5:

Assessing Students for Learning

Develops an understanding or required assessments and uses data to inform student progress. Explores the use of different types of assessments to expand understanding of student learning needs and support planning. Utilizes a variety of assessment that provide targeted data on student learning to guide planning.  Collaborates and reflects regularly with colleagues to improve teaching practice and student success. Develops, adapts, and integrates assessments into instruction that provide ongoing data to guide planning differentiated instruction matched to assessed needs of students. Utilizes a wide range of assessments strategically, systematically, and flexibly throughout instruction to identify student learning needs and guide ongoing adjustments in instruction that maximize student learning.
Initial Date          
Mid-Year Date          
Final Date          

CSTP 6:

Developing as a Professional Educator

Works collaboratively with assigned colleagues to reflect on and improve teaching practice and student success. Seeks collaboration with colleagues, resource personnel, and families to reflect on ways to improve teaching practice and student success. Collaborates and reflects regularly with colleagues to improve teaching practice and student success. Analyzes and integrates information from a wide range of sources to expand skills of collaboration and reflection as a habit of practice and to impact teacher effectiveness and student learning. Engages in and facilitates collaborative learning communities focused on providing quality instruction and optimal learning for the full range of students.
Initial Date          
Mid-Year Date          
Final Date          

 

Setting Goals

Consider CSTP/CTP Self-assessment, Initial Observation, Data collected

Initial Assessment                                                                                                                      
Mid-year Assessment  
Final Self-assessment  

Measurable Outcomes

Specific Measurable Attainable Realistic Timely Goals

Initial Assessment  
Mid-year Assessment  
Final Self-assessment  

Action Plan (Support or Professional Development Need)

List of possible activities/resources to attain goals

Initial Assessment  
Mid-year Assessment  
Final Self-assessment  

Modifications/Revisions

As things change, record updates and reflect on the plan

Initial Assessment  
Mid-year Assessment  
Final Self-assessment  
Reflection
Initial Assessment  
Mid-year Assessment  
Final Self-assessment  

 

Summary of Teaching and Learning

  • (Completed in Preparation for the Colloquium)

 

The Induction process provides the Opportunity to systematically focus on developing as a professional educator in all aspects of teaching.  The Summary of Teaching and Learning is a holistic reflection on your teaching through a review of your ILP, investigation, observations, and data collected throughout the year.

 

Use the questions below to guide a culminating conversation with your Support Provider.  During this conversation, refer to the evidence that demonstrates the ways you have grown as a professional educator.

Discussion Topics  

Very Important Ideas / Evidence

                                                          

Yourself

  • What were your growth goals?
  • How would you measure your progress toward meeting those goals
  • How did you select professional development to enhance your teaching abilities for your current teaching assignment?
  • How have students benefited from your reflections and the learning that took place in your inquiries?
 

Your students

  • What did you learn about your students' needs?
  • What did you learn about differentiating instruction?
  • What did your student assessments tell you about your teaching?
  • When you made changes in your teaching, what were your expected outcomes?
  • In what ways did you impact student success?
  • How did your students' progress compare to what you expected?
 

Evidence

  • Reflecting on all evidence and data collected, identify and describe the evidence that best illustrates a change/improvement in  your teaching.
  • Identify the connections between the subject matter you taught, your instructional strategies and assessments.
 

Looking Ahead

  • What will you investigate next year?
  • What led you to choose this area of focus?
  • How will you continue to be a consumer of research; i.e, current issues and trends, journal articles, and evidence-based research in the field.